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<P>The Principal's Role in a Tough Economy
<P>The current economic crisis will have a profound impact on schools whether they are in high poverty or relatively affluent districts. It is educators' charge as public servants to improve the quality of life for students, so we must rise to the occasion and appreciate that it may be a defining moment in our principalships, boldly confront the challenge, and rededicate ourselves as compassionate leaders. 
<P>By Alan Bernstein and Vance Dalzin

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<P><H1>The Principal's Role in a Tough Economy</H1>
<P>By Alan Bernstein and Vance Dalzin
<P>Each year at faculty meetings and in staff bulletins just prior to the holiday break in December, principals remind staff members that not all of the students in the school will approach the holiday season the same way. For most, the break is a much needed time to relax with family and the holidays are a joyous occasion, but for some, the week off is a reminder of what others have and how their lives just don't measure up to the expectations of the season. Student behaviors go awry; students who were seemingly reasonable and cooperative become unruly and troubled. 
<P>Our message to our faculties has been the same each year, namely that everyone has to be mindful of students' home lives and the troubles they bring with them into school. It is easy to overlook and misinterpret student behaviors or flippantly dismiss what is really going on in their internal lives and home situations. This is where school leaders' more-sensitive selves are called into play. Picking up important nonverbal cues from students, providing support and referrals where needed, not making the overly quick decision, reexamining one's biases and assumptions and encouraging faculty members to do the same--these are crucial aspects of school leadership when times are tough for students. 
<P>It is time to dust off the holiday speech to the faculty once again. The country is in the grip of a serious and pervasive recession, and each week there is more bad news. Unemployment rates are at levels not seen since the early 1980s, economic output has contracted by more than 6% in the previous quarter, home sales have fallen, jobs prospects are precarious, and the forecast is seemingly not getting brighter in the near term. For some students, this is the sad season, and principals' and other educators' responses to situations and emotions are important. 
<P><B>Homelessness Among Students</B>
<P>Although exact data are difficult to ascertain, estimates suggest dramatic increases in the incidence of homeless students in U.S. schools. Some districts are seeing increases of 50% to 100% or more and are so understaffed that it is taking weeks to help the homeless students and families who need it. An estimated 2 million children are at risk of homelessness because of the foreclosure crisis and economic downturn, according to First Focus, a child advocacy organization. Homelessness strongly correlates with other negative school outcomes, such as truancy, suspensions, failing, and dropping out, so the problem is no longer an abstract one (Nieves, 2008).
<P>Given these new realities, it is the time to brush up on the <a href="http://www.ed.gov/policy/elsec/leg/esea02/pg116.html">McKinney-Vento Homeless Assistance Act</a>. The act permits homeless students to remain in their school of origin despite their residential instability and to receive the transportation services that will help provide educational stability. The idea behind the law is that changing schools can impede students' academic and social growth. It may take a student four to six months to acclimate educationally after changing schools. Highly mobile students have been found to have lower test scores and diminished academic achievement. 
<P>The law defines homeless students as "children and youth who lack a fixed, regular, and adequate residence." A fixed residence is one that is stationary, permanent, and not subject to change. A regular residence is one that is used on a regular basis. An adequate residence is one that is sufficient for meeting both the physical and psychological needs typically met in home environments. One of the biggest costs in serving homeless students is providing transportation to and from school, which is required even if the student moves out of the immediate area. Although districts have the financial burden of providing transportation, many homeless families are unwilling to acknowledge their living situation and therefore do not receive services that could help them.
<P>Another provision of McKinney-Vento is free meal eligibility instead of a free and reduced-price meal application. Access to child nutrition programs has been found to contribute to academic achievement and to help establish healthy eating patterns for life. Part of McKinney-Vento is designed to prevent bureaucratic hurdles in free and reduced-price lunch applications. According to Barbara Duffield, policy director of the national Association for the Education of Homeless Children and Youth, "Every district is required to have a liaison with the responsibility to identify homeless kids. In addition to the staff, school districts are responsible for providing a number of services, which can include everything from meals and clothing to athletic uniforms and educational field trips" (as cited in Huus, 2009). Now may be a good time to learn about the myriad provisions of the law. 
<P><B>Extended Problem</B>
<P>Not every student whose family has lost a home is going to be homeless, and in fact, the more likely scenario will be an increase in itinerant students who have had to temporarily leave the district or move within it. Those students may face the same difficulties and exhibit the same negative behavior without the protections of McKinney-Vento. It is hard to know the number of itinerant students because they are so hard to measure, but many of them will have the same stressors as homeless students, similar pressures at home, and the inability to focus and achieve at expected levels. An ethical question arises about what to do with those who are temporarily dislocated: some are likely to move back into the community a short time later but others may never return. Given what we know about the importance of educational stability, principals may confront some thorny residential issues from students who are temporarily residing in other school districts. 
<P>Another group of students has experienced dramatic changes in their home situations because of the recession, such as a drop in disposable income and family standard of living because mom or dad lost a job. There are also parents on the cusp of losing a job who are forced to work longer hours or work double shifts. Some parents may have frank discussions with their children, others may not, but the stress and anxiety will be present, and the students will certainly bring their emotions with them to school. 
<P>The recession will have far ranging consequences for educators, but it is possible to anticipate the following areas where policies or accommodations may be needed and schools should be prepared to respond to students' needs from both a legal and an ethical perspective:
<P><B>Free and reduced-price meals.</B> Many families have never received this entitlement before and will not understand the process. How can educators make parents aware of this financial benefit in a manner that respects their privacy and dignity?
<P><B>Athletic and activity fees; school field trips; graduation expenses and class dues.</B> What is the school policy, and how can just and equitable access to the curriculum and extracurricular activities be ensured?
<P><B>Access to the internet, computers, other study tools.</B> Belt tightening may mean that families have cut back on nonessentials, such as Internet service, or do not have the money to replace electronics. How can we make teachers aware of this new reality when assigning projects and homework?
<P><B>Quiet spaces in the home.</B> Students may have to share a bedroom with a sibling and may not have quiet spaces to do homework. Lives can change in dramatic ways; how can educators be mindful of changing standards of living?
<P><B>Changed work and school routines.</B> Students may have to work longer hours to help out their families and will have less time to devote to school work, clubs, and activities. What is the impact and how do school leaders respond?
<P><B>Changes in family circumstances.</B> Family time may be negatively affected; one parent may have to shoulder more of the financial burden. Students may be forced to grow up and assume more adult responsibilities sooner.
<P><B>Effects of home economizing.</B> Less family disposable income could affect perceived social status, friendships, and social patterns that students have grown accustomed to. Are school counselors and other support personnel aware of these changes?
<P><B>Check on the Faculty</B>
<P>The state of the economy is not just affecting students. Teacher morale takes a hit in difficult economic times. Teachers fear for their jobs and are on edge about looming cuts that may affect themselves or their colleagues. In larger districts where contractual "bumping rights" create a cascade of possibilities, the uncertainty about the future is compounded further. Who gets cut, which programs are on the chopping block, and who can "bump" whom are ripe topics for faculty lunch room speculations. Potential job losses foster a negative mentality that pervades the school work environment. Staff members may have spouses and family members laid off, which adds additional stressors to their work lives.
<P>Sending the right message to faculty is critical. On the one hand, we cannot contribute to the gloom, yet teachers need straight talk and transparency from us. Threading the needle and finding the right balance is important. Managing staff morale is imperative, but the little things that principals do to make the work environment pleasant will not suffice in tough economic times. The message we send to the faculty and how we manage tough budgetary choices are critical.
<P>As we are confronted with touch choices, the process for arriving at the difficult decisions is as important as the message itself. Listening to a wide range of views about what is important in our schools, going through focus groups and getting feedback on school and program priorities, and gathering input on a range of topics will allow school leaders to face their faculty members at the end of the day and say, "You may not agree with the decision; you may not like having to live with the cuts; but the process used was open, respectful, and transparent." If the process is acceptable, than the outcome will be one that most everyone can live with. 
<P><B>If Not Us, Then Who?</B> 
<P>School faculty members do not know the complexity of school and municipal budgeting, nor are they expected to. Explaining and reexplaining the process, demystifying terminology, and allowing faculty members to peer into what seems like the black box of decision making are critical components of communication. It is through symbolic leadership that school leaders send a powerful message to the school community as a whole: we will teach, care for, and help impoverished students, and at the same time, we will treat the school faculty with respect and honesty. The economy has affected all of us, and for some students and staff members, the change will be profound and negative. The dispositions that students and staff members bring with them to school will not be the same. On our watch, dignity, empathy, continued high expectations, and civic virtue will continue to be part of our school's culture. We need to continue to celebrate every individual and their collective academic, athletic, and artistic accomplishments; and we know that small recognitions go a long way. As a result of the tough economy, our jobs have become more complex in a short period of time, but if not us, then who will provide school leadership? 
<P><B>References</B>
<P>Huus, K. (2009, March 2). <I>Tidal wave' of homeless students hits schools.</I> Retrieved from <a href="http://www.msnbc.msn.com/id/29356160/page/2/print/1/displaymode/1098/">www.msnbc.msn.com/id/29356160/page/2/print/1/displaymode/1098/</a>
<P>Nieves, E. (2008, December 21). <I>In tough times, the ranks of homeless students are rising.</I> Retrieved from <a href="http://www.boston.com/news/education/k_12/articles/2008/12/21/in_tough_times_the_ranks_of_homeless_students_are_rising/?rss_id=Boston.com+--+Education+news">www.boston.com/news/education/k_12/articles/2008/12/21/in_tough_times_the_ranks_of_homeless_students_are_rising/?rss_id=Boston.com+--+Education+news</a>
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<P><B>Alan Bernstein</B> (<a href="mailto: abernstein@walpole.k12.ma.us">abernstein@walpole.k12.ma.us</a>) is the principal of Walpole (MA) High School and a member of the NASSP Publications Advisory Council.

<P><B>Vance Dalzin</B> (<a href="mailto:vdalzin@wwusd.org">vdalzin@wwusd.org</a>) is the principal of Whitewater (WI) High School and a member of the NASSP Publications Advisory Council.


